education of children and young adults - world...
TRANSCRIPT
By Mithu AlurBy Mithu Alur
Education of Education of Children and Young AdultsChildren and Young Adults
People With Disabilities in India; Status, Challenges, and Prospects World Bank, New Delhi, November 2007
Content Content Part 1 begins by focusing firstly on the larger challenges concerning policy that we face, the institutional and existing structural barriers causing exclusionPart 2 moves onto the specific challenges concerning the programmes in of SSA, ECD, Teacher training, RCIPart 3 shares with you a Model that we have been able to work out in Mumbai Part 4 concludes with a few Key Recommendations
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Institutionalized Barriers
The Ministries as Barriers to Inclusion: Structural Fragmentation
A well-known policy analyst suggests that policy is about what ‘governments choose to do and what they choose not to do’. Policy can also be ‘failure
to act or a deliberate decision not to act’.
Children should not be segregatedChildren should not be segregated
* 1944, 1948 Sargent Reports
Institutionalized Barriers
Education of Children with Special Needs Education of Children with Special Needs moved from Ministry of Education to Ministry moved from Ministry of Education to Ministry of Welfareof Welfare
* 1960
Institutionalized Barriers
Need for re-vamping elementary education
* 1964 Kothari Commission
* 1986 Education Policy Review
Institutionalized Barriers
The Ministry of Human Resource
Development
The Ministry of Human Resource
Development
NCERTNCERT
NIEPANIEPA
NIPCCDNIPCCD
NCTENCTE
DPEPDPEP
ICDSICDS
NationalNational
Ministry of Human Resource DevelopmentMinistry of Human Resource Development
IEDCIEDC**
* * A policy of integrationA policy of integration
The Ministry of Social Justice and
Empowerment
The Ministry of Social Justice and
Empowerment
Street ChildrenStreet
Children
Scheduled Caste
Scheduled CasteDisplaced
CitizensDisplaced
Citizens
Scheduled Tribe
Scheduled Tribe
Ministry of Social Justice and EmpowermentMinistry of Social Justice and Empowerment
DisabledDisabled**
* * A policy of assistance to voluntary A policy of assistance to voluntary organisationsorganisations
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Institutionalized Barriers
Lack of a Conceptual Framework: Policy Ambiguity
The objectives of the Ministry of Welfare became to 'rehabilitate' rather than to 'educate'. This resulted in the absence of setting up the
mechanism for implementation as there was no policy to educate.
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Institutionalized Barriers
Dichotomy between policy and practice
Today we find that although the Government continues its policy of integration on a parallel
level, it has continued its segregationist policy of promoting the idea of special schools through the Ministry’s Assistance to voluntary organisations
schemes. This causes a dualism, a fragmentation a lack of cohesion an insitutionalised barrier
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Institutionalized Barriers
Teacher Training as a barrier: The Rehabilitation Council of India (RCI)-A
Fractured Mandate
The Social Justice Ministry also deals with teacher training through the mechanism of RCI. This is quite absurd. How
can this be done when they do not have education on their agenda?
The RCI, is responsible for special needs teacher training and the MHRD is responsible for general teacher training.
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Institutionalized Barriers
Teacher Training as a barrier: The Rehabilitation Council of India (RCI)-A
Fractured Mandate
There is a structural fragmentation between the roles of MHRD and MOSJE which contributes to a lack of
coherence and uniformity in the teacher training regime for inclusive education.
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Institutionalized Barriers
Teacher Training as a barrier: The Rehabilitation Council of India (RCI)-A
Fractured Mandate
The RCI is creating a cadre of people who are creating institutional barriers. Some amount of specialisation is
required but the technical mystification being perpetuated is detrimental
General teachers cannot just say ‘we are not trained to deal with the education of disabled children’
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Institutionalized Barriers
NGOS as Barriers to inclusive education
a) Not a State Responsibility, an NGO Dependencyb) Special Education dominated by technique and mystique.c) Micro not macro contribution
The voluntary sector has no doubt played a very active and vigorous role in introducing new concepts of education and services, but without continuous funding and good infrastructural support it has been grounded on a micro level.
d) A lack of political lobby
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Institutionalized Barriers
The Politics of Policy-makinga) Silence on the subject by international agencies and policy
makers
b) Conflict of Resources
c) Exclusion on a Macro-scale
The findings show that without a clear-cut policy directive from the top, a massive exclusion has been happening on the ground level. Disability issues are buried deep within the debris of a kind of institutionalized discrimination indicating a systemic failure.
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Key Policy and System Requirements
An Inclusive Definition is needed
How does all this have a wider impact a ripple affect?
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Key Policy and System Requirements
Take for example Jan ShikshanSansthan (JSS):– disadvantaged groups of urban/rural
population particularly neo-literates, semi-literates, SCs, STs, women and slum dwellers, migrants workers etc.
People with disabilities are left out. They are not mentioned.
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Moving from Policy to Practice
Legislation– The State shall promote, with special care, the
education and economic interests of the weaker sections of the people, and, in particular of the Schedule Castes and Scheduled Tribes, and shall protect them from social injustice and all forms of social exploitation”
– THE DISABLED AS A GROUP WITHIN THE WEAKER SECTIONS ARE NOT MENTIONED AND HAVE CONSEQUENTLY BEEN LEFT OUT
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Key Policy and System Requirements
Definition of any Target Group must have clarity and must ensure the group is included.
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Key Policy and System Requirements
To prevent exclusion from programmes and budgetary allocation, there should be a positive discrimination clause inserted which specifies ‘including the disabled” in all the schemes as well cross-referencing and cutting across all sectors would be needed in all documentation. This kind of cross-referencing would include and protect all groups of disadvantaged people in the country being run by the Government.
Development of Education of SC, ST, OBC, Minorities, Girls and the Disabled and other Disadvantaged Groups
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The 93rd Amendment of the Education Bill
A positive statement has been made and the Amendment Clause states that 'all' means all children with disabilities as well.
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Part 2: Moving from Policy to Practice
Institutional Barriers in the Programmes: Sarva Shiksha Abhiyan
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Enrolment and Attendance
38 percent of CWD aged 6-13 are out of schools. Almost three quarters of children with severe disabilities (75%) are illiterate and do not attend school. Close to one third of children with mild disabilities (30%) are not in school.
(Source: All India survey of out-of-school children in the 6-13 years age group commissioned by Ed . Cil. to Social and Rural Research Institute (A
Specialist unit of IMRB International) in 2005)
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Illiteracy and primary attainment rates for all PWD, 2002
Figure 4.1
0
10
20
30
40
50
60
70
80
Severe Moderate Mild
% o
f dis
abili
ty c
ateg
ory,
all
ages
IlliteratePrimary or less
Source: NSS, 58th round
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School attendance for PWD, 5-20, by age and area
Figure 4.3
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
5 7 9 11 13 15 17 19
Urban
Rural
Source: NSS, 58th round
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Spending share on inclusive education in SSA is low,
at only 1 percent nationally.
Source: NSS, 58th round
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SSA expenditure execution on inclusive education is poor, nationally and in the
poorest states
Source: NSS, 58th round
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Physical accessibility of schools
The bulk of SSA schools are not accessible for CWD – nearly all in some states
Share of accessible SSA schools, 2005Figure 4.12
0 20 40 60 80 100
AssamBiharJ&K
JharkhandKarnataka
MaharashtraGujaratKerala
RajasthanUP
West Bengal
All-India
% of total SSA schools
Source: SSA, based on state Civil Works Units
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Data system is a problem
The problem is not with the DISE framework itself: It is flexible enough to accommodate as much or as little information as required. States need to decide that they want to collect as much data about CWD as will help them make provision: The lack of CWD data in DISE is only a reflection of Governments. Lack of any committed policy for CWD to be integrated within education systems.
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Mapping: out of school
We know that 1.36 crore children out of school but do not know where. In order to plan effective intervention, we need to map urgently where the children are.
– How do we know how many schools will be needed? – And where they will be needed. – How many teachers will be required?
We need a good data system that will reflect all information.
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Civil Society Partnerships
Our own experiences indicate that there
is a complete lack of convergence
between government and NGO /
community roles.
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Research, Evaluation and Monitoring Systems are missing.
The SSA has been labeled ‘a golden goose’ being exploited by suppliers and contractors by journalist Kalpana Misra, ‘a grand scheme, awash with funds’ but lacking both, effective utilization of those funds and in depth monitoring.
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Research, Evaluation and Monitoring Systems are missing
According to Professor Yash Pal “…… It is only imparting poor quality education among the masses and the teachers are not well qualified to carry out the assignments bestowed upon them. The students under SSA are not registered, they do not go to proper schools, and the government has not laid proper norms for teacher selection as well.”
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Research, Evaluation and Monitoring Systems are missing
There is too much fragmentation within the government machineryInterdepartmental conflicts and tensionsNo proper definitions A lack of intent to use civil society organisationseffectively. This result is an absolute lack of convergence a term the Late PM Indira Gandhi used frequently.
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Research, Evaluation and Monitoring Systems are missing
Unfortunately, monitoring of programmes has not happened. This is clear as the recent reports on the way educational funds have been spent through the SSA programme show. Unless monitoring mechanisms are firmly put into place for monitoring and evaluating whether the funds are reaching the poor and powerless children the status quo will continue.
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Children with disabilities not found in the anganwadis. The AMW expresses her lack of knowledge of handling children with disabilities as one of the reasons for not including them.The CDPO’s do not know the number of disabled children in their area. A new revamping of the ICDS Schem called the New Generation of ICDS has been submitted by us and Unicef
Institutional Barriers in the Programmes: Integrated Child Development Services (ICDS)
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Demonstration Models: The way forwardThe First Model: The Spastics Society of India
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Technical AspectsTechnical Aspects
Educational Assessment Educational Assessment
The First Model: The Spastics Society of India
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Holistic programmes combining education and Holistic programmes combining education and treatment under one rooftreatment under one roof..
EducationEducation
The First Model: The Spastics Society of India
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Educational inputs: a communication board. Educational inputs: a communication board.
EducationEducation
The First Model: The Spastics Society of India
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EducationEducation
The First Model: The Spastics Society of India
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Balancing on the swing
Balancing on the ball
TreatmentTreatment
The First Model: The Spastics Society of India
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Cerebral palsy became recognised as one of the 11 classifications of the Government. With a slight modification in the curriculum and with skilled teachers, the students demonstrated that it was perfectly possible to be educated. Educational reforms took place allowing children to have writers and get extra time for their school and University exams.
Macro Level Outcome
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Vipasha Mehta doing her Phdin Philosophy
Nilesh Singit has a Masters in English Literature
Today our students have pursued careers in accounting, journalisToday our students have pursued careers in accounting, journalism, finance, m, finance, computing, and some have set up their own successful businesses.computing, and some have set up their own successful businesses. Others have Others have pursued academics at the Masters and PhD level. pursued academics at the Masters and PhD level.
Malini Chib completed her Masters in Womens Studies
Macro Level Outcome
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Andhra Pradesh Andhra Pradesh AssamAssamDelhiDelhiGoaGoaGujaratGujaratHaryanaHaryanaJammu and KashmirJammu and KashmirJarkhandJarkhandKarnatakaKarnatakaKeralaKeralaMadhya PradeshMadhya PradeshMaharashtraMaharashtraMeghalayaMeghalayaOrissaOrissaPunjabPunjabRajasthanRajasthanTamil Tamil NaduNaduUttar PradeshUttar PradeshWest BengalWest Bengal
There are now education and therapy services for children with cerebral palsy in 19 out of the 31 states.
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A Shift in Ideology
We began two major international projects with We began two major international projects with
Canadian CIDA and UNICEF.Canadian CIDA and UNICEF.
1. The National Resource Center for Inclusion, India1. The National Resource Center for Inclusion, India
2. The Early Intervention in Inclusive Education an 2. The Early Intervention in Inclusive Education an
SSI/UNICEF project.SSI/UNICEF project.
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Second Model: National Resource Centre for Inclusion (NRCI), Mumbai
NRCI has been focussed on how inclusion can be actualized through change at three levels:– micro – level of classroom and school values,
culture / policies / practice
– mezzo – level of community
– macro – level of policy, legislation, political culture of the local, state, national, and global level.
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The NRCI Has Four Major Activities
Policy Studies and Change Unit
Demonstration Resource
Unit-Training and
School Development
Public Education and Social and
Community Development
Unit
The Project Management
Unit
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To create Education for All To create Education for All
models with the aim of models with the aim of
demonstrating how our own demonstrating how our own
special schools are admitting special schools are admitting
children with disabilities.children with disabilities.
Model 1: Making Special Schools Inclusive: desegregation
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Children out of school have Children out of school have now got an access to now got an access to education in inclusive education in inclusive nurseries in the slums. nurseries in the slums. Disabled children are learning Disabled children are learning side by side within our own side by side within our own existing special schools. existing special schools.
Model 2: Making community schools inclusive
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Inclusive facilities Inclusive facilities
available for all children available for all children
within a Local Hospital.within a Local Hospital.
Model 3: Making inclusive facilities within a State Municipal Hospital
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Disabled students have Disabled students have
been placed into regular been placed into regular
schools. Over 60 partners schools. Over 60 partners
form the Forum for Local form the Forum for Local
Inclusive Education. Inclusive Education.
Model 4: Making ordinary schools inclusive
Model 5 : Pedagogy
National Level Teacher Training Course (Diploma in the Education of Physically Handicapped) affiliated to
Mumbai University
National Level Teacher Training Course (Diploma in the Education of Physically Handicapped) affiliated to
Mumbai University
National Level Therapists Training Course Management in Cerebral
Palsy [MCP]
National Level Therapists Training Course Management in Cerebral
Palsy [MCP]
Orientation for Parents, Volunteers and Staff.
Orientation for Parents, Volunteers and Staff.
Community Initiatives in InclusionCommunity Initiatives in Inclusion Early Childhood Care and EducationEarly Childhood Care and Education
Training for ICDS PersonnelTraining for ICDS Personnel
Courses reviewed and the philosophy of inclusion is now a part oCourses reviewed and the philosophy of inclusion is now a part of the f the revised curriculum in all the courses. revised curriculum in all the courses.
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Model 6: ADAPT… The rights Group
ADAPT conceptualized by ADAPT conceptualized by MaliniMaliniChibChib is a cross disability rights is a cross disability rights and entitlement wing of NRCI and entitlement wing of NRCI
AAblebleDDisabledisabledAAllllPPeopleeopleTTogether ogether
Nothing for the disabled without the disabledNothing for the disabled without the disabled
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ADAPT has been active in three areas: Access, Awareness and Attitudes.
ADAPT… The rights Group
INCLUSIVE EDUCATION PRACTICE IN INCLUSIVE EDUCATION PRACTICE IN EARLY CHILDHOOD IN MUMBAI, EARLY CHILDHOOD IN MUMBAI,
INDIA.INDIA.
PRINCIPAL INVESTIGATORSPRINCIPAL INVESTIGATORS
MITHU ALUR.Ph.D,INDIAMITHU ALUR.Ph.D,INDIAMARCIA RIOUX.Ph.D, CANADAMARCIA RIOUX.Ph.D, CANADA
AN SSI/UNICEF PROJECT
SUPPORTED BYCANADIAN INTERNATIONAL DEVELOPMENT
AGENCY (CIDA)
Mezzo Level:Mezzo Level: Early Intervention: A Whole Early Intervention: A Whole Community Approach toCommunity Approach to Inclusive EducationInclusive Education
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Key components of the project
The project had two key components, the intervention modules, and the research studies. The former aimed to demonstrate the ‘how’ to inclusion, and the latter to track the changes in the children and the community over two years.
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OutcomesThe overall results were very positive. Improvements were noted in development and learning for both, children with and without disabilities. Two new scales were developed: the Development Scores and the Barriers to Inclusion scale. We found that as the Barriers to Inclusion reduced, the Development Scores increased. Factors of good inclusive practice in early childhood emerged. All children were put into local community schools. If inclusion could be demonstrated in an impoverished community like Dharavi, it is possible anywhere.The community took ownership
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Changes in DS versus BIL
0
0.5
1
1.5
2
2.5
3
3.5
4
Baseline MidTerm EndTerm
DSBIL
Findings Across SitesQuantitative Data
CAPP I on a macro level of policy, CAPP I on a macro level of policy, legislation, formulation and implementation legislation, formulation and implementation will work on a state, national, and global will work on a state, national, and global level. This is level. This is the whole policy approachthe whole policy approach..MacroMacro
Culturally Appropriate Policy and Practice (CAPP)
MezzoMezzoCAPP II on a mezzo level of community, CAPP II on a mezzo level of community, workers and local administrators and workers and local administrators and bureaucratsbureaucrats. . This is This is the whole community the whole community approachapproach..
CAPP III on a micro level of classroom and CAPP III on a micro level of classroom and school values, culture/ policies/practice. school values, culture/ policies/practice. This is This is the whole school approachthe whole school approach..
MicroMicro
CAPP to provide resource and training material to help put children with disabilities aged 6-14 years into regular school.
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OutcomesMore than 5,000, babies, children and young people have come forassessment and remedial programmes over the last 35 years.Over 3000 preschool children with and without disabilities admitted into inclusive nurseries10,000 families in Mumbai Over 300 models of employment have been developedThe most important contribution was to move from C and D category jobs such as basket weaving, telephone operating and other stereotyped jobs in which the disabled adult have been put in, through the ages to A and B category jobs. 100,000 / 1 million people reached out to around the country.
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Macro Level
Policy Change: National Macro level and Education For All
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Composite Support Model for Education of Children with Composite Support Model for Education of Children with Special NeedsSpecial Needs
MMuummbbaaii DDiissttrriicctt MMooddeell,, PPooppuullaattiioonn:: 1166 mmiilllliioonn
CST Composite Support Team
Child Level Services School Level Services Community Level Services
• The visually impaired • The hearing impaired • The multiply disabled such as cerebral
palsy • The orthopedically impaired with
locomotor difficulties • Intellectual impairment (Downs
syndrome) and behavioral difficulties. • Autism • Learning Difficulties such as ADHD,
Dyslexia, dyscalculia, dysgraphia
a) Resource Room Equipment (chatai, teaching aids, computer, tyre swings, barrel tunnel).
b) Architectural Modifications (minimal changes like ramp, simple toilet alterations, etc.)
c) Teaching Aids and Resources (reading boards, flash cards, enlarged books, picture books, educational toys, remedial kits)
d) Assistive devices (wheelchairs, furniture, modified plates and spoons, communication aids and Braille software).
A Special Education Needs Coordinator (SENCO) is required to liaise between the Composite Support Team (CST) and the school. This could be a social worker or psychologist who will be like a Master Trainer and will also look at counseling for youth, parents, teachers and peers and related issues such as vocational counseling.
• Special educator • Occupational therapist • Social worker / psychologist /
vocational guidance counselor. • Speech and communication
therapist • Multipurpose workers
SENCO Special Educational Needs Coordinator
Source: Mithu Alur, Ph.D., Member CABE, September 2006
Stru ctural Cha nge L egislat ive Chang e
Politic al Chang eEduca tionalCha nge
Stru ctural Ch ange Legisla tive Chan ge
Politic al Chan geEduca tionalCha nge Ministryo Hu man Resou D evelopme
Nomination to the CABE com mitteeNation al Curricular Fra mework (NC F), 2005
SSA
Stru ctural Cha nge L egislat ive Chang e
Politic al Chang eEduca tionalCha nge
Stru ctural Ch ange Legisla tive Chan ge
Politic al Chan geEduca tionalCha nge Ministryo Hu man Resou D evelopme
Nomination to the CABE com mitteeNation al Curricular Fra mework (NC F), 2005
SSA
Legislative Change
EducationalChange
Political Change
Children with Disabilities included in the ICDS
Children with Disabilities included in the ICDSChildren with
Disabilities included
Sarva ShikshaAbhiyan
Children with Disabilities
included Sarva Shiksha
Abhiyan
National Curricular Framework (NCF), 2005
National Curricular Framework (NCF), 2005
Nomination to the CABE committee
Nomination to the CABE committee
Nomination to the Working
Group Advising the Planning
Commission
Nomination to the Working
Group Advising the Planning
Commission
Free &Compulsory
Bill
Free &Compulsory
Bill
86th amendment
86th amendment
Persons with Disability Act
in 1995
Persons with Disability Act
in 1995
Inclusive EducationA part of
Ministry ofHRD
Inclusive EducationA part of
Ministry ofHRD
Structural Change
New Ministry of Women
and Child Development
formed
New Ministry of Women
and Child Development
formed
Allocation for Inclusive
Education in the 11th Five
Year Plan
Allocation for Inclusive
Education in the 11th Five
Year Plan
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Key Recommendations for the Future
Mapping and Identification needed as well as a robust data system needA strong monitoring and evaluation system is requiredA Public Private PartnershipStructural changeTeacher Training